cademyScope and sequence Nerd ees Rene ay Buildings, compingitems, I've already written o poem. Review2 Cambridge Exams practice: A? Key for Schools: Listening Part 2; Reading and Writing Part 7 Travel ‘adventures p60 ‘Sell, sel, sell! p70 Advenurousocties Reported requests nd commands: lasied Preset continuous for ature Working with words: _youtotellmeastary.Itold you notto sing. arr reare | Onhoky® What oe you dang ote prefixes (un-and in) What areyou weekend? Advertising Reported speech: They said they had Question tags: The grophics looked Working with words: -_developed.a great product. They said could impressive, dit they? The reviews cliteraton flyover the city. hhave been good, haven't they? Welcome emergency items events, haven't visited Egypt yet. pe ‘outdoor activities, jobs" Have you ever swum inthe sea? Yes, have. Lifeinthe Wildlife and conservation Present perfect and post simpl Present perfect and past simple Se wild Working with words: She's taken photos since 2012. questions: Have you ever visited bird ps ‘compound nouns ‘She took this photo last winter. sanctuary? When did you go? Reading time 1: Tals stone = Exploration Postperfect: Wen ismumarved Peter Rafenve pronouns: Working with word invented anew. mi to ploy the uiter. Ec? etic Bene oeaes Review 1_ Cambridge Exams practice: A2 Key for Schools: Reading and Writing Part 4 Speaking Part 2 Describing things Modals of deduction: itcan'tbeabanana, Sense verbs + adjective / noun: Senses Working with words: ‘(et may/might / could be aleaf. It may not/ It looks like a pepper. Ittastes familiar. p34 ‘ontonyms might not be a leat. It must bea flower. Itfeels hard. smells ke cheese. Reading time 2:Itcan'tbe tue! The environment Present perfect continuous: They've been Present perfect continuous FAD vsiveas Working with words: planting trees. He's been ying heresince questions Hove you been working pee synonyms TWo'clock hard todey? What have you been a 7 p82 Review3 Cambridge Exams practice: A2 Key for Schools: Reading and Wi ing Part 3 ond Port 5 Sport Reported Wh- questions: She askedme Reported yes / no questions: He Working with words: how long the race was. She askedme where asked us if we knew about capoeira, suffites (ne33) Itroined. We asked him if was ike karate. Reading time 3:Team spirit in intemetsafety Passive voice (past simple): ‘Modal verbs (review): You might ‘cyberspace Working with words: My computer was hacked lastnight. Allmy have the wrong password. But could oe aoe exercises were stolen. login yesterday, s0 it must be correct Review 4 Cambridge Exams practice: A2 Key for Schools: Listening Part 3; Reading and Writing Part 6 Fun with Films Passive voice (present perfect): The cinema Future passive: Te film willbe based films Working with words: ‘hasn't been painted. The seats haven'tbeen _onareai-life story. Itwon't be released p08 suffix (ation) delivered. until the end ofthe year. Reading time 4: Lostin cyberspace ‘brighter Improvingthe wold Second conditional: IfThadmy phone, 'd__Iwish+ past simple / could wish our future Working wth words: ‘take aphoto. Ifyou took a photo, wouldn't playground wasn't so messy. I wish we plz similes forgive you could play basketball outside. Review5 Cambridge Exams practice: A2 Key for Schools: Reading and Writing Part 2; Speaking Part 1biography Atolk Abiogrophy Describe a wildlife Choose a habitat Researching Read for specific Compare photoswith Use paragraphsto photo Thinking sis: analysis and information information cudioinformation organise information secision-making online ‘Aninformation text Atalk ‘Anopinionessoy ___Compareand ___Screenviewing time Using an Summarise atest _Lstenfor similarities Understand the contrast twoitems Thinking sils:interpreting index onddifferences structure ofa for- ‘ond evaluating visual ‘ond-against essay information ‘Rscience fiction tory Anintervew ‘Astory Describe objects Animal super-senses Usinga Inferinformetion from Listenforthemoin Write the next par of Thinking skils: analysis and dictionary text ideoanddetals story classification ‘Aninformationleaflet_ Aconversation ‘White aninformation Make and respond Make adass action plan Improving Inferinformation from Ustenforadviceand leaflet fromnotestosuggestions Thinking sk: your writing text suggestions conceptualisation ‘Mixed text ypes “Aninterview ‘Areview ‘Giveadviceond __Choosethebestholiday Checking ond Find specific Listenforimportant Understand the recommendations. Thinking skill: analysis, correcting information factsenddetails structure ofareview evaluation end decion- your own ‘making worl Adverts Atalkand discussion An advert Reachadecision Designatoy Organising Understand techniques Listenandopply Use persuasive ‘aboutacloss Thinking skils:planning and your study inpersuasiveterts_informationtoatask language cuting | evaluating time ‘Amagazine ortcle __Anintervew White apersonal___Askfor Choose a new sport Toking notes Infermeoningfrom Listen forspecific account fremnotes _informationabout Thinking skills: evaluating _ ona talk otext information| fitness lasses ond decision-making ‘Awebsite article ‘Aninterview ‘Aresearch report Express certainty Do aclss survey Using Readfordetailed _Listenandmoke -Useheadingsand -anduncertainty Thinking sks: evaluation of learning understanding inferences subheadings collected information techniques Film reviews Rialk ‘Afiim review “Giveatalkobout Solve. visual puzzle Working Recognise the write’s Listenforimportant Understand features «film Thinking skils analysis and _ together pinion factsanddetails _ofaflmreview drawing conclusions effectively ‘ined text types ‘Monologues ‘talk Givea tk about Abetter world Giving and Moke inferences ond Identify attudes ond Preparetogiveotolk Someoneyou Thinking sils:plonning ond_respending to raw conclusions __opinions admire problemt-sohing feedbackHi, everyone! My name's Julio, I'm 11. My | favourite subject geography. Thi Hi, there! I'm Poul and I'm 12. year | want to eveecence! study maps and This year | want to | learn about the y learn more about > wildlife and how =a fel to protect the = environment. a ‘Welcome Meet the characters WB: pages 4-5 Hil 'm Loure. I'm 11. Hove English and creative writing. This year Iwant to learn how to write poetry and science fiction stories, Hello! I'm Sam and I'm 12. My favourite subject is computer studies. This year Iwant to learn more about cybersecurity. Come and join us! What would you itke to learn about this year?| Lesson if Meet the Academy Stars 1 @ 0: Listen and complete the notes. ona farm wildlife photographer geography history playing tennis writing stories write computer code cybersecurity 2 © Make alist of the things you have already done or haven't done yet. Use the suggestions below or your own ideas. Then tell a partner. Ive already acted in a play, but | haven't put up a tent yet. 3 © Work in pairs. Use the prompts below and your own ideas. swim /inthe seo see / elephant in the zoo sleep /ina visit / the sleeping bag countryside © Poa _ Have you ever swum in the sea? Yes, | have. I really enjoyed it! Welcome Talk about interests and experiences We: pages 4-5 learn / first aidea) Vocabulary 1 Look at the picture. Quickly name ten things you can see. 2. Look and find. Write four words for each category. 1 buildings skyscraper 2 camping items 3 emergency items / events 4 outdoor activities 5 jobs © Look at the picture again. What's happening? Make sentences with a partner. People are camping in the park. Agitlis playing | the guitar.WRU ck) a Neeeieed conservation endangered habitat nervous observe (observed) predator Eau Reading protect species survive trust 1 € How many sea animals do you know in English? Write a list. 2 Look at the text and photos and answer the questions. 1 What type of texts it? 2 What work does Craig Foster do? 3. Where does he work? 3 @ 1.1 Read the text quickly and check your ideas in Activity 2. Are any of the animals on your list in Activity 17 GEES" 4 Look at the vocabulary box. Find the words in the text. Use the context to work out what they mean. Craig Foster, DURE) Coy Ps Tee ans ie) yIn 2010, Craig felt sad and tired and didn't know what he wanted to do with his life. So he went back to a beach that he has visited since he was a child and he started swimming in the sea. Craig's beach is in False Bay, near Cape Town, South Africa. The weather there is very stormy, and there are big waves. But there is a seaweed habitat on the bottom of the sea and there are lots of different species of animals to watch, One day, Craig observed a very strange thing - a pile of shells on the bottom of the sea. Suddenly, the pile of shells moved. There was an animal hiding in it. Craig moved closer, and saw it was an octopus. Craig started watching the octopus, but it was nervous and scared of him. So Craig made a decision that would change his life, He decided to visit the octopus nearly every day for a year. After some time, Craig could touch it, pick it up and carry it around. Craig took his cameras into the water to make a film about his new friend, He watched the octopus playing with fish, he saw an attack by a predator shark that bit off one of the octopus's arms and he watched the octopus sitting quietly in a safe place while the arm grew back. Craig learnt a lot of things from his octopus teacher. He learnt that life is hard sometimes, but if you are strong you can survive. He learnt that there is a beautiful world under the water, which you can join if you visit it often enough. What else did Craig learn? He also learnt that everything in nature is connected. Little fish need plants to live, bigger fish need litte fish and they all need a clean, healthy habitat, He also found out that if you learn to trust an animal or a person, your life can be better. te eee ey irra Ldory Reading comprehension 1 © Read the biography on pages 8-9 again. Are the statements true or false? Write T (True) or F (False). 1 Craig Foster was born in the USA. iz 2. He has been a film-maker since he was young. 3 In 2010, he was in a difficult time in his life. 4, He went back to False Bay because it hada good café. __ 5 The octopus didn't learn to trust Craig. 6 The octopus changed Craig's life. 2 Answer the questions. 1 What type of films did Craig Foster make? ___Films about nature 2. Why did he go back to False Boy? 3. Why does False Bay have a lot of sea animals? 4. Why did Craig think the octopus was interesting? 5 Why did he decide to visit every doy? 6 What did Craig learn from the octopus? 3 © © Discuss in pairs. Which skills do you think are useful for a wildlife film-maker? Working with words Compound nouns Match the words to make compound nouns. compound noun is @ noun that is made up of two or 1 back: @ weed more words. Ths is usually 2 sea bie ‘noun + a noun: : rainforest = rain + forest ie en paintbrush = paint + brush 4 ear d phones 5 wild e bone 6 star F boat ao Unit 1 Reading skill: read for specific information Working with words: compound nouns WB: page 9ac cry Grammar 1 © Look and read. Graphic Present perfect and past simple - —y photos since 2012 |. lots of photos of wildlife 2 Circle the correct answers to complete the sentences. (~ouse lemur 1 Mireya Mayor has been 1(uas)born in the USAin 1973. 2 She has decided / decided to study endangered animals at university. 3 She made / has made television programmes to tell people about conservation since 1999. 4 Mireya discovered / has discovered a tiny species of lemur in 2000. 5 The lemurs’ habitat became / has become a national park to protect the animals in Madagascar. 6 She has travelled / travelled to lots of countries to do research. 7 She has written / wrote the story of her life as a scientist. 8 Mireya has joined / joined the Amazon Conservation Team to help save the rainforest in 2017. * 3 © Workin poirs. Talk about people and their interests. © Bi Look at page 144. EP Look at page 146. ‘© Take turns to read the information in the table on your page and osk and answer questions about the people and their interests, @ starts. What is Jo interested in? (q Photography. How long has he - been interested in He's been photography? } interested since he was eight. Goto Grammar booster: page 134. / Unit 1 Use the present perfect and past simple to tolk about experiences and events WB: page 10oy Language in use 1 @ 1.2 © Listen and say. erica migrate record sanctuary swift unbelievable Have you ever visited the bird sanctuary? Yes, | have. | loved it! When did you go? I went with my mum last year. What did you do there? Iwatched an expert put a ring on a bird's leg to record where it goes. Look, | took a photo. What kind of bird is that? It’s a swift, They migrate from China every year. They fly over 120,000 kilometres. That's unbelievable! How long have you been interested in birds? Be Be Be BeBe Be Be Be Be Be For about six years. 2 © Complete the questions with the correct form of the verbs. 1 __Have _ youever__visited _ (visit) the wildlife pork? Yes, Ihave. 2 When you 3 Whot you (do) there? (take) any photos? No, I didn't. 4 you 5 How long you (go)? Last summer. I watched the monkeys. (be) interested in animals? Since | was five. 3 © Think of places you could visit to see animals and what you could do there. _y Use your own ideas and the ideas in Activity 2 to make a new dialogue. & Have you ever visited the wildlife park? & Yes, have. | loved it & When did you go? Unit 1 Use the present perfect and past simple to ask about experiences WB: page 11ere eis 1 © Look at the photos and answer the questions. atrisk behaviour chance danger getridof prey survival 1 Where are these animals? 2. What do the photos have in common? 2 @ 13 Listen and check your ideas in Activity 1. 3 What is ‘mutualism’? Tick (V) the correct definition. @ When predators work together to catch prey. O b When animals from different species work together to help each other. (_} © When animals of the same species protect each other from predators. (_} 4 @ 1.3 Listen again and complete the notes. Ostriches can't*___hear___or Oxpeckers are" a 2 very well. Zebras can't They? parasites 3 very well. Ostriches from a thino's? can*___ danger from far Parasites! rhinos ond away. Zebras can?___and 5 their blood. Rhinos 6________it. So when one of can't get the ® off their them? the other one backs so the birds, s__ too, them. This helps the rhino, and the birds get® 5 € © Workin pairs. Discuss the questions. 1 Which animals do you think are a danger to ostriches and zebras? 2 What's the difference between mutualism and the predator-prey relationship? Unit 1 Compare photos with audio information WB: pages 12-13,SEY wes 1 © Look at the biography on pages 8-9 again. Answer the questions. ‘@ What is a biography? b What information do you expect to find in a biography? 2 Use the text on pages 8-9 to number the paragraphs of a biography in order (1-4). @ early life and start in profession = b who the person is and date and place of birth = ___ € other achievements and discoveries di working life and experiences 3 © Read the notes from a biography of the conservationist Jane Goodall. Number them in order. @ has also written many books b born 1934, England © has helped countries in Africa protect wildlife aa d 1956 - travelled to Kenya to visit friend; met famous scientist Louis Leakey ae @ while working with Leakey discovered chimpanzees can make and use tools os f believes that animals are clever and we should take care of them 1960 - went to Tanzania to study chimpanzees by sitting with them i h Jane Goodall is a world-famous conservationist and writer on animal behaviour i asc child, observed birds and animals - made notes and drawings = J Leakey gave her a job as researcher on chimpanzees BPAY] Unit 1 Wite a biography Use paragraphs to organise information WB: pages 13-154, Which section of the biography would each sentence in Activity 3 appear in? Match paragraphs 1-4 in Activity 2 to letters a-j. Paragraph 1__h, b Paragraph 3 Paragraph 2 Paragraph 4 5 Work in pairs to write a biography of Jane Goodall. Use the notes in Activity 3 and the text on pages 8-9 to help you. ‘Jane Goodall is a world-famous " conservationist and writer on animal behaviour. She was born in England in 1934, Asachild, she asked birds: Vy and animals, and... & Learning to learn Finding information online The internet is « great place to look for information ~ but it can be difficult to find exactly what you're looking for. Follow these tips to find the right information: * Use the correct keywords. You want to research sea temperature, but typing temperature will give you a lot of responses that aren’t useful, ike body temperature, weather and climate. Type sea temperature to make your search more exact. Use the correct websites. The websites that appear first are usually the most useful - but check who wrote them and when. If the website is marked ‘Ad it’s trying to sell you something, Look for websites you can trust; for example, on official site like National Geographic will give you better information than a company trying to sell you a holiday. Check your information on at least two websites. The internet is full of wrong information. If you're not sure you can trust the information on one website, check it with information on another website. If the facts are different, look for a third, official website. Search for further information about Jane Goodall to include in your biography. Unit 1 Learning to learn: finding information online WB: pages 13-15background bottom foreground top 1 © Look at the photo. What can you see? What do you think is happening? 2 © 1.4 Listen and complete the description. How is it similar or different to your ideas in Activity 17 The main focus of the photo isa!___turtle and some . fish. They are swimming together in the ocean. In the background there are some black fish. At the 3, of the photo you can see some * It looks like the fish are on §____ of the turtle. It's possible that they are ® 7 = perhaps they are the turtle. | really like this photo because it shows®___working together to? each other. It also has beautiful, bright ". 3 Number the stages of describing a photo in the same order as Activity 2. @ say what you think is happening __ d give your opinion of the photo ae b describe the general situation a describe other details in the photo ¢ describe the main focus +L The main focus of the photo is Inthe background / foreground... 4 Choose one of the photos. Prepare a short ere cro foes description of it. Use the phrases and Activities 2 It looks like ... / It seems as if... and 3 to help you. It's possible that... / Maybe... 5 © Describe your photo to the class. Listen to other descriptions of the photo. Were your ideas similar or different? Unit 1 Describe a wildlife photo WB: page 16cm Think about it! < @B b Super-sight __ eagle | This animal has fantastic hearing so it can This animal's eyes are on the side hunt in the dark. One ear is higher than the of its head. It can see five times other - the left ear hears sounds from below further than a human. It can see and the right ear sounds from above. It has straight ahead and also to the side very soft feathers which means it can fly with at the same time. When flying, it no sound. Its eyes are on the front of its head. . , {9 sound. Its eyes are on the front of itshead. } can see a small animal from three kilometres away. Supertaste Most people have around 10,000 taste buds. This animal has more than 100,000. And theyre not just in its mouth ~ they're all over its body. Ithas developed these so it can find food in deep, dark water. Super-smell This animal has 40,000 muscles in its trunk, It con identify food and water from several kilometres away and knows if members of its herd are nearby just by smell. Extra sense This onimal has one extra sense - the to sense heat - so it can find other ‘animals even if they are hiding. This makes ita brilliant predator even in the dark. 2 © Workin pairs. Discuss the questions. 1 Which of the animals s not a predator? 2 What other animals do you know with a super-sense? 3 © Choose which super-sense you would like to have. Why? How would you use it in your own life? € )) Unit 3. Apply thinking skills: analyse information to classify animals ca WB: pages 36-37Reading time 2 1 @ 2.5 Read the text on pages 44-46. In what different situations should you not believe what you see? r) ~~ “ Can you believe everything you see? ‘Our senses are incredibly important in helping us understand what is going on in the world. Through sight, hearing, touch, taste and smell, we recognise and trust what is familiar and safe, and predict what might be dangerous. But can we always believe what we see? Look at these pictures and answer the questions. (Answers are upside-down at the bottom of the page.) Picture 1 Which red circle is bigger? Picture 2 Which line is the longest? What we're looking at and trying to understand can be changed by other information that our brain takes in at the same time. So in picture 1, the size of the black circles can confuse us so we think the second red circle might be bigger. In picture 2, the A shape draws our eyes further, so we might think the middle line is longest. Although we can depend ‘on our senses fo tell us the truth most of the time, we also have to make sure that we understand the information correctly. TXAM) Reading time 2 Read an informatiWe can also be tricked by optical illusions — impossible things that look real. Sometimes, in very hot places like deserts, the heat makes it look as though there is a pool of water in the distance. This kind of illusion is called a mirage. It must be a very disappointing thing to experience if you're thirsty! Photographers sometimes design illusion: to try and trick us. These can be really fascinating. Tricks include editing the photo to remove people or things; using a background that is specially designed; or playing with the view (making it look as though things are the same distance from the viewer when in fact they are at different distances}. Look at the pictures. How do you these pictures were created? In these pictures i's very obvious there's something strange happening. It’s not always clear, so you have to think cftically about the information you're receiving. Think about adverts and other types of text where the writer wants to make you believe certain things. Sometimes you don't have as much information as you think you do. Read the story on page 46 and answer the questions.Reading time 2 ‘A smartly-dressed businessman is walking along a city street. He’s speaking on his very expensive phone - he’s not really paying attention to what's going on around him. Behind him, a poor young man with untidy hair and clothes suddenly starts running. He looks scary. ‘A What does the young man want? The businessman hears the sound of footsteps running behind him and turns to see the young man running straight at him. He holds on to his phone tightly. He looks very frightened. B What's going to happen to the businessman? The young man grabs the businessman and pulls him to ‘one side — justin time. The businessman was going to be hitby a cyclist coming round the corner. The young man had seen this and saved him C What's your opinion of the young man now? Sometimes we don’t know enough about a situation to understand what's really happening and we jump to the wrong conclusions. So how do we manage when there is so much information in the world for us to take in - and some of it isn’t what it seems? The answer is that we need to develop excellent ‘reading’ skills, so that we can understand not only texts, but also pictures, ideas and people. It's important to ask questions about what we're seeing: Can this be true? Have | misunderstood? Do | know enough? How can | find out more? Do | need to look at this from a different point of view? The more we understand about ourselves and about the world around us, the better we can trust our senses. TX) Reading time 2 Read an information text1 Read the text on pages 44-46 again. Tick (/) the sentences that are correct. 1 We use our senses to protect ourselves. We can't believe anything we see. Our brains can only check one thing at a time. We can usually trust our senses. Urwn Travellers in very hot places sometimes imagine they can see water. 6 You can use a camera to show things that seem impossible. 7 Unlike pictures, texts always tell the truth, 8 We will understand things better if we ask ourselves questions about what we see. 2 © © Work in pairs. Discuss the questions. Give reasons for your answers. 1 Give an example of how we use our senses to decide if something is safe or dangerous. 8 OO oO DBOUS 2. How do photographers create illusions? 3 Which of the illusions pictured on page 45 do you like best? Why? 4 Look at your answers to A, Band Cin the story. Which words in the story were most important to you in deciding on your answers? 5 Was your opinion of the characters at the end of the story the same os at the beginning? Why? / Why not? 3 © How good are you at reading critically? Work out these riddles. B Bella’s father has five daughters: 8B ‘A man was driving his car. He hadn't put the car Sasso, Sesse, Sissi and Sosso. What lights on. There was no moon. A woman crossed is the name of his fifth daughter? the road in front of him, How could he see her? B Two mothers and two daughters go into a sweet shop. They each buy some chocolate for 40p, but the shop assistant asks for £1.20. Why? “reqyBnop pun soyjow ‘sayjowpuns6 o som aiayi € “awAADpsomy Z OII9g LACT TCLs benefit biodiversity _ climate change Readin: damage (damaged) encourage environment Lesson 1 | 9 exhibition global inspire (inspired) support 1 © © Workin pairs. Look at the photos and discuss the questions. 1 Where do you think the strange buildings are? Which country are they in? 2 What do you think is in the buildings? 3 Why do you think this place has been created? 2 © 4. Read the text quickly and check your ideas in Activity 1. 3 Look at the vocabulary box. Find the words in the text. Use the context to work out what they mean. 4 Read again and answer the questions. 1 What type of text is it? What is it trying to persuade you to do? 2 Choose three things from the text that you would like to see or do. The Eden Project It’s your planet - get involved! About the Eden Project The Eden Project is a global visitor attraction in the British countryside. Millions of people have visited it since it opened in 2001. The aim of the Eden Project, is to encourage us to make choices that benefit our planet. Sadly, for a long time people have been doing things that have damaged the environment. This has resulted in climate change {changes in weather patterns) and many forests have been lost. Many plants and animals are now endangered. At the Eden Project, scientists have been trying to find solutions to some of these environmental problems. The highlights of the Eden Project include a Rainforest Biome and a Mediterranean Biome. These are like large greenhouses which have plants from rainforests and other warm areas around the world. The biomes recreate these habitats and show the importance of biodiversity. Unit 4 Read an information leaflet WB: page 38Highlights + Experience what iis like fo live in the Amazon in the ‘amazing Rainforest Biome. Follow the walkway in the treetops to enjoy a monkey's-eye view of the forest '* Enjoy the sights and smells of the Mediterranean Biome, full of beautiful plants from warm places across the world. + Visit the Invisible Worlds exhibition to learn about things that are usually too big, small, fast or slow for us to see. Understand why they are important to human, plant and ‘animal life. This exhibition has incredible sculptures to see ‘and touch too. Other things to do SME Play green Have fun in our Outdoor Gardens! Discover the world and develop your imagination. Explore our frais ond the giant garden sculptures too! Wr Fat green Have tunch in a restaurant serving delicious local food “Wy Shop green Support plant conservation projects when you buy a plant created at Eden using an endangered plant species. MD | earn green Try one of the fun school workshops with your class: '* Find out how chocolate is made in Chocology - you get lo taste it too! © Prepare for an expedition into the wild in Rainforest Uncovered! * Toke the Crazy Chef challenge - if you solve the clues and find all the ingredients, the Eden Chef will bake you a delicious cake! ‘We haven't been looking afer our planet - we need {o start now. The Eden Project has really inspired me to get involved!" = Dan from Brighton Opening hours Daily 10 am to 8 pm* ‘We've been coming here for ten years. My kids love it!" *Blomes sometimes close earlier - Amy from London to keep plants healthy. ‘tt feels like summer looking at all the beautiful flowers P es inthe rainforest’ ~Julia from Exeter el ee Discount if you arrive on foot or by bike/bus/train. Unit 4 Reading sil: understand the main ideo WB: page 38ory Reading comprehension 1 Read the information leaflet on pages 48-49 again. Write T (True) or F (False). 1 The Eden Project focuses on animal conservation. ener 2 The Eden Project wants visitors think more about how they can help the environment. eee 3 The Invisible Worlds ex! 4 You can't walk in the gardens at the Eden Project. n hos sculptures you can touch. = 5 The Eden Project has plants from different countries. 6 Ifyou buy a plant from the Eden shop, you'll help endangered animals. * 2 © Choose the best workshop for each person. I'm Bonnie. | love being outside and part of nature. go camping alot. I'm Katie, ond I'm interested in discovering how things are made. 1'm Euan, and I love puzzles. | know how to identify nuts and fruit. 3 €} © Workin pairs. Discuss the questions. 1 Why do you think the Eden Project has so many visitors? 2. What is « discount? Why do think there is a discount if you arrive on foot? 3 Do you think you would like the Eden Project? Why / Why not? Working with words Using synonyms Match these words to their synonyms. 1 huge © atrip 2 solutions b worldwide 3 benefit © make 4 global d help 5 expedition © enormous 6 create f answers Unit 4 Reading skill: infer information from a text Working with words: synonyms WB: page 39STEW crommer 1 © Look and read. Present perfect continuous 2 Complete the text with the present perfect continuous form of the verbs in brackets. We're really enjoying ourselves at the Eden Project! We ' ‘ve been learning (learn) about the rainforest.We?___==— (explore) the Rainforest Biome this morning. Paula? (tell) us about all the plants. She's tired now - she * (work) since six o'clock this morning. Sam has got mud on his hands. He 5 (plant) vegetables in the Asia Zone. Shelley ® (taste) different types of nuts and spices. (ie (not plant) or tasting anything. 1® (draw) a beautiful flower. 3 © Work in pairs. Talk about recent activities. © BY Look at page 145. G Look at page 147. . é turns to read the activities on your page and act them out. Your partner guesses the activity. LY starts. Guess my activity! You've been helping in the house. You've been helping in the garden, Go to Grammar booster: page 137. ] Unit 4 Use the present perfect continuous to talk about recent activities WB: poge 401 @ 42 © Listen and say. community elderly volunteer Hello, Julia. How long have you been volunteering at this community project? For about two years. That's great! You look tired. Have you been working hard today? Yes, | have. I've been working since eight o'clock this morning. What have you been doing? I've been preparing lunch for the elderly people we help. Look! Your hand is red! know! I've been chopping tomatoes. I'm making vegetable pasta for lunch. Has anyone been helping you in the kitchen? Yes. Amir has been making a chocolate cake for dessert. BeBe BeBe BeBe Be BeBe Be 2 © Work in pairs. Choose a community project to volunteer at. Think of three things you might do there. Make notes. 3 Write questions to ask another volunteer about the project they chose in Activity 2. 1 How long have you been volunteering for this project 2 2 Have you been today? 3 What have 4 4 © Make a new dialogue. Use your ideas in Activities 2 and 3. & How long have you been volunteering at this community project? & For about six months. & Have you been... ? Unit 4 Use the present perfect continuous to ask about recent activities Goto Grammar booster page 137. | WB: page 41charity forma band 1 © Look at the picture. What do you raise money reserve __ slogan think they are planning to do? 2 @ 4.3 Listen and answer the questions. 1 What do Ellen and Will want to do? 2 What do they need to find first? 3 What idea does Mrs Sanderson give them about a club? 4. Why does she suggest using a slogan? 3 @ 43 Listen again and tick (V’) the advice and suggestions you hear. 1 Shall | help you form a band? Why don’t you advertise in the school paper? You should create a music club. Why don’t | play the drums in your band? Let's put on concerts. aAurWwn You could sell tickets. 7 We should help the local community. 00000080 8 We should give the money to a charity. 4 © © Work in pairs. Discuss the questions. 1. What do you think of the idea of forming a music club? 2 How can clubs benefit pupils? 3 How can clubs help the local community? 5 © What club would you like to create at your school? What would you need to do this? How would it benefit pupils? Unit 4 Listen for advice and suggestions WB: pages 42-43,TW wens 1 © Look at the information leaflet on pages 48-49. Find examples of these features and number them (1-8) in the order they appear. @ hours and prices = © special things to see b the first section heading —___ f the title anda slogan 4 € visitors’ comments ae g additional activities dageneral description ___ h aspecial event 2 Read the notes about The Storyhut. Number them in the order they should appear in a leaflet. Use Activity 1 to help you. THE a Storyhut —— * Highlights: - Sreatve wig asses learn how to write: story with interesting characters ak eevee wear costumes and act out your Favourite stories —L. « Let your imagination go crazy} + dates: 2a-a8th June Prices £,a00* includes all meals —— °¢ Has been helping children create and tell stories Sor 10 years ___. * whot camp guests thi great ee pea lots of new Friends Bncourages a. love of reading - inspired lots oF ideas ___. « Other things to do: N\ - story eralts workshop - learn how to make ey ‘own book! Tell us 0S! = listen 40. a. ” donjotor stones a Found the campfire «summer camp for children who love reading, writing and sharing stories Unit 4 Organise notes to plan and write an information leaflet3 Worl pairs. Write an information leaflet about The Storyhut.Usethe , % plan in Activity 2. Use your own ideas to give more information. GET About The Storyhut The Storyhut is a summer camp for children who love Stery! wut reading, writing and sharing stories. it has been Let your imagination go crazy! Highlights Children’s comments Dates and prices & Learning to learn Improving your writing Most people really ike what they write. But you can always make it better. If you can identify what you did well and how you can improve, it will help you work out the best ways to progress. Look at a piece of writing you have done recently and ask yourself these questions: 1 Does it begin well? How could you improve it? 2. Does it have a good ending? How could the ending be better? 3 What comments does your teacher make on your writing? 4 How can you improve * your spelling? © your grammar? 5 Is your writing based on a good idea? How can you think of a better idea next time? Look at a piece of writing you did a month ago. What do you think of it now? How can it be better? Unit4 Learning to learn: improving your writing WB: pages 43-45binbag donate rubbish 1 © Look at the photos. What kind of volunteer projects are they? How do you think they help the community? 2 @ 4.4 Listen to a conversation and match the parts of the sentences. Which projects it about, A or B? 1 Why don’t we... @ also make posters to advertise it? 2 We could... b contact local schools. 3 Shall we ... © everyone to weigh what they pick up? 4 Welllneed to ... organise a beach clean-up day? 5 How about asking ... @ collect a lot of bin bags. 3 Imagine you are going to organise a cake sale to raise money for a hospital. Add two more suggestions to the list. ask people to donate cakes | * make biscuits . SS + make labels © decide prices . * collect paper plates © design a poster 4 ® Workin pairs. Act out a conversation about setting up the cake sal Make and respond to suggestions. Use the phrases to help you. Why don’t we organise a cake sale? ) {That's a great idea! Shall we ask people to donate cakes? Let's How about... ? Shall we... ? We could ... Why don’t we... ? We'll need to... Agree: That's agreat/ fantastic idea! That sounds great. Disagree: That's « good ideo, but... 'm not sure. | think. Unit 4 Moke and respond to suggestions WB: page 46© make 0 class action flon Think about i 1 © ® Ingroups, discuss ideas for improving your school. Think about what you would like to make better and how to do it. a The student experience (agree on one topic or think of another idea) '® Sport - more or less? © Break times - longer and finish school later? Shorter and finish school earlier? ‘= Special places - a quiet room for students to relax in? A room with music during breaks? * Look of the school - more pictures / plants? Make it tidier? b Our school in the community * Volunteer projects - what can we do to help in the community? € Ourschool in a global context ‘© Environmental issues ~ what can we do to make the school greener? 2 © Discuss each group's ideas as a class. Vote for the best idea for each category, a-c. 3 Make a class action plan of the best ideas. Display it on your classroom wall. WB: pages 46-47 Unit 4 Apply thinking skils: conceptualise ond synthesise a plan sz1 Write the correct adjective for each definition. Describes ... someone who is not able to see blind something you know well someone who is old something that tastes horrible something that belongs to the whole world something that tastes like a lemon something that is the opposite of hard ONAnNEWN something that is the opposite of smooth 2 Complete the conversation with these phrases. Alan: Look at the time! It's late! S \ We've been rehearsing _ for an hour already. u Penny: | know! The conductor 2 yet. The show starts in an hour! Where is he? Alan: _ I'mnot sure. He? stuck in traffic. Penny: Mr Campbell é him, but he isn’t answering his phone. Alan: | think Sue for him, too. Penny: Yes, but she* him yet. Alan: Penny ... Look over there! Behind the piano! It’s the conductor! Penny: What? He? there all this time! Alan: Yes! He® worried about performing.Cambridge Exams practice \ A2 Key for Schools 1 @ @ 4:5 For each question, write the correct answer in the gap. Write one word or a number or a date or a time. You will hear a boy, Archie, and a girl, Anna, confirming details for a charity run. ait Charity Run Day: (0) Sunday _ Charity name: (1) Amount of money they hope to raise: (2) Starting place: outside (3) Helpers must arrive by: (4) __am_ ‘Archie's phone number is: (5} 2 @® For each question, choose the correct answer. Reading and Writin, 1 Hi Anna! | wenttothe technology | What should Anna do? wy museum with my class and it wos s0 cool! We saw old models of phones and computers. You must go with me next time - how about this Saturday? Sue A Goto the technology museum with her class. B Ask Sue if she liked the museum. C Tell Sue if she can go with her at the weekend. New section at the aquarium: You can't see the turtles on Mondays. Sea turtles from the Caribbean You can pay less in the mornings. Half-price tickets 10-11.30am Open every day You can see fish from the Caribbean. 3 A Children who are 9 years old can compete. To enter the race, you must be at least 10 years old and B Children who are 11 years old can compete. | @ student of ou school C Children from any school can compete. =e Cambridge Exams practice A2 Key for Schools: Listening Part 2; Reading and Writing Part 75 | Travel adventures ~ a a "le: _ cattle confident cowboy /c ce hom TRY) 0 | | Reading outdoors ranch souvenir traditional 1 © Look at the title and photos. What kind of holiday is it? What kind of activities do you think you might do there? 2 @ 5: Read the texts quickly and check your i 3 What three different text types are there? Tick (v). What text features helped you decide? @amagazinearticle (_} bareview (_} c adiaryentry (_} d an advert (Ds eanemail (} fF aninterview (_} 4 Look at the vocabulary box. Find the words in the texts. Use the context to work out what they mean. Go wild in the ry‘Schoo! trip to the Lazy Lake Dude Ranch Hieveryone, Here’s the programme for the Lazy Lake Dude Ranch. The Lazy Lake people have asked us to be ready for hot weather, so bring sun cream, sunglasses cond hats, walking shoes and long-sleeved shirts. Don't forget! Friday 6 am: Meet at school to get the bus to the airport. Friday 1 pm: Arrive in Denver. The Lazy Lake guides will meet us at the airport. Friday 4 pm: Arrive at the Lazy Lake Dude Ranch. Explore. Eat at 7 pm. Saturday 6 am: Horse riding in the hills at sunrise. If you're not a confident horse rider, you can take special lessons, or explore more of the ranch. Saturday afternoon: _ Visit a Native American village, learn about Native American art. Sunday morning: Fly on a zip-line! The ranch has the longest zip-line you've ever seen! Sunday afternoor ‘Swimming, fishing and canoeing. Sunday evening: Dinner around the campfire. Traditional cowboy songs, Native American songs and short stories. Monday 10 am: Leave for New York. Remember, we meet at the school at 6 am on Friday to get the bus to the airport. Don't be late! See you there! Mr Caldwell | was nervous about going to a dude ranch — its not really the Wild West, ‘and history has not always been kind fo Native Americans. And fm not very sporty ~ I've never been horse riding before. But the ranch guide was really good. She told me to relax and just have fun. So did - and it was fantastic! The dude ranch experience is unusual. | don’t like camping (I don’t like Spiders and snakes) but the teepees were warm and comfortable, ond | we were really tired so we slept well. | thought 'd be homesick but everyone was really friendly, and there were lots of things to do, so I didn't think about it. ‘My favourite part was visiting the Native American village. Our teacher told us to bring money for souvenirs. They were great - Native American art is really cool. | bought a belt and a bag. So, what do | think? | liked it -it was really good fun. Will | come back? Yes, | willlory Reading comprehension 1 Read the texts on pages 60-61 again and answer the questions. 1 Which activities in the ranch advert are a doing things? b learning about things? 2. Whatis the group doing on... @ Friday morning? b Saturday afternoon? © Sunday evening? 3 Why was James worried about going to a dude ranch? What did he think about it at the end of the stay? 2 © Inwhich text can you find the following information? Write A (Advert), E (Email) or R (Review). More than one answer may be possible. 1. where you sleep and what it's like R 2. what type of Native American culture you can learn about 3 what to do if you don’t have much experience of horse riding 4 the activities you can do around the compfire 5 what things you need to bring for hot weather 3 €} © Work in pairs. Discuss the questions. Give reasons for your answers. 1 Did James have a positive experience at the ranch? 2 Would you like to stay at the ranch? 3 What activities do you think you would enjoy most / least? @®- 4 What do you think you could discover about yourself there? Working with words Prefixes The prefixes un- and in- make an adjective negative: adventurous - unadventurous experienced - inexperienced Add un- or in- to make the opposite of these words. 1 incorrect 3 __popular 5 __sensitive 2 __friendly 4 __usual 6 _active Unit 5 Reading skill: find specific information Working with words: prefixes WB: page 49ary Grammar 1 © Look and read. Reported requests and commands 2 Complete the reported requests and commands. 1 ‘Take a hat and sun cream!’ She told me to take ahatandsuncream 2 ‘Don't forget the map!" She told me 3 ‘Please buy me a souvenir.’ She asked me : 4 Try the zip-line!” She told 5 ‘Please take care of yourself!’ She asked ‘ 6 ‘Don't feel homesick!” She told 3 © Workin pairs. Play a reporting game. © Q Look at page 148. G Look at page 150. ‘* Read the teacher's instructions. Take turns to say them to your partner. Your partner writes the exact words the teacher said and reports the instructions back to you. © Check each other's answers when you have finished. € starts. The teacher told > us to be on time! g Goto Grammar booster: page 138. Unit 5 Reported requests and commands ‘WB: page 50